Objectives (5 - 10 minutes)

1. Understand the concept of Modal Verbs: Students should be able to identify modal verbs and understand the function they play in sentences.
2. Identify the different types of Modal Verbs: Students should be able to differentiate between the different types of modal verbs, such as permission, possibility, probability, etc.
3. Correctly use Modal Verbs in sentences: Students should be able to use modal verbs correctly in different contexts to express different meanings.

Secondary Objectives

1. Develop listening and reading skills: Throughout the lesson, students will have the opportunity to listen to and read various sentences containing modal verbs, helping to improve their listening and reading comprehension skills.
2. Practice the application of modal verbs: Students will have several opportunities to practice using modal verbs in sentences, helping to reinforce what they have learned and enhance their writing skills.

Introduction (10 - 15 minutes)

1. Review of Previous Content: The teacher should start the lesson by briefly reviewing the concepts of verbs and their functions in sentences. He can ask students to recall what verbs are and what their functions are. This review is crucial to ensure that students have a solid understanding of the concepts necessary to understand modal verbs.

2. Problem Situations: The teacher can present two situations that require the use of modal verbs. For example, 'How would you tell someone you are allowed to enter a room?' or 'How would you express the possibility of something happening in the future?'. These situations should pique students' interest and prepare them to learn about modal verbs.

3. Contextualization: The teacher should explain the importance of modal verbs in everyday English and in different contexts, such as formal and informal communication, written texts, media, etc. He can give examples of how modal verbs are often used in real situations, such as in conversations, news, movies, etc.

4. Introduction to the Topic: To capture students' attention, the teacher can share some curiosities about modal verbs. For example, he can explain that modal verbs are often used to express attitudes, such as permission, possibility, obligation, etc. Additionally, he can mention that, unlike other verbs, modal verbs are not conjugated to agree with the subject of the sentence.

The teacher should conclude the Introduction with a smooth transition to the next part of the lesson, which is the exploration of the topic.

Development (20 - 25 minutes)

1. Activity 1 - 'Story Creation': (10 - 15 minutes)

   1. The teacher divides the class into groups of up to 5 students. Each group receives a set of cards, each containing a modal verb (for example, can, could, may, might, must, shall, should, will, would).
   2. The teacher explains that the modal verbs on the cards should be used in a story that the group must create. The stories can be about any theme, as long as they use all the modal verbs in appropriate contexts.
   3. Students have about 10 to 15 minutes to create their stories. During this time, the teacher circulates around the room, offering help and clarifying doubts.
   4. After the designated time, each group presents their story to the class. During the presentations, the teacher corrects any errors in the use of modal verbs and provides feedback to the students.

2. Activity 2 - 'Board Game': (10 - 15 minutes)

   1. The teacher prepares a board game in advance, with each square containing an incomplete sentence that requires the use of a specific modal verb to be completed correctly.
   2. Students are divided into groups, and each group receives a board game. They play the game in the same way as a regular board game, but before moving their piece, they must complete the sentence on the square they are on with the correct modal verb.
   3. If a group fails to complete the sentence correctly, they lose their turn and must try again in the next round. The first group to reach the end of the board is the winner.
   4. During the game, the teacher circulates around the room, monitoring the progress of the groups and correcting any errors.

3. Activity 3 - 'Dramatization': (5 - 10 minutes)

   1. The teacher suggests that students, in their groups, create short scenes or dialogues that include the use of modal verbs.
   2. They can choose the context of the scene (for example, in a restaurant, in a store, in a school, etc.) and must ensure that all the modal verbs they are working on are used appropriately.
   3. After a set time, each group must present their scene to the class. During the presentations, the teacher provides feedback and helps correct any errors.

Feedback (10 - 15 minutes)

1. Group Discussion: (5 - 7 minutes)

   1. The teacher gathers all students and initiates a group discussion. He can start by asking each group to briefly share the solutions or conclusions they found during the activities.
   2. Each group will have up to 3 minutes to share their experiences. During this discussion, the teacher should ensure that all students are involved, asking questions to stimulate everyone's participation.
   3. After each group has shared, the teacher can summarize the main points discussed, highlighting common errors that were observed and emphasizing the correct aspects.

2. Connection to Theory: (3 - 5 minutes)

   1. The teacher should then connect the practical activities carried out with the theory presented at the beginning of the lesson. He can, for example, briefly review the different types of modal verbs and how they were used in the stories, the board game, and the dramatized scenes.
   2. He can also highlight how the practice helped students better understand modal verbs and use them correctly in different contexts.
   3. The teacher should encourage students to reflect on what they have learned, asking questions like 'What was the most challenging aspect of using modal verbs?' and 'How do you think you could improve your modal verb usage skills?'.

3. Individual Reflection: (2 - 3 minutes)

   1. To conclude, the teacher should propose that students engage in individual reflection for a minute. He can ask questions like:
      1. 'What was the most important concept you learned today?'
      2. 'What questions have not been answered yet?'

4. Feedback and Closure: (1 - 2 minutes)

   1. The teacher can then ask some students to share their answers with the class.
   2. He should provide positive and constructive feedback, praising students' efforts and pointing out areas where they can improve.
   3. The teacher should end the lesson by reinforcing the importance of modal verbs in everyday English and encouraging students to continue practicing the use of these verbs in their study activities.

Conclusion (5 - 10 minutes)

1. Content Summary: The teacher should begin the Conclusion by recapping the main points covered in the lesson. He should recall the concept of modal verbs, the different types that exist, and how they are used to express permission, possibility, probability, etc. The teacher can do this through a verbal or visual summary, such as a diagram or concept map. (2 - 3 minutes)

2. Connection between Theory, Practice, and Applications: Next, the teacher should explain how the lesson connected the theory, practice, and applications of modal verbs. He can highlight how the theoretical Introduction helped understand the practical activities, and how these activities, in turn, demonstrated the application of modal verbs in different contexts. (1 - 2 minutes)

3. Supplementary Materials: The teacher should then suggest complementary study materials for the students. This may include reference books, websites, videos, online exercises, etc. For example, the teacher may recommend a grammar website that explains modal verbs in more detail, or a funny video that uses many modal verbs in entertaining contexts. He may also assign some practice exercises for students to complete at home. (1 - 2 minutes)

4. Importance of the Topic for Everyday Life: Finally, the teacher should explain the relevance of modal verbs in everyday life and in different situations, such as communication, reading, writing, etc. For example, he may mention that modal verbs are often used in informal and formal conversations, in emails, reports, news, etc. The teacher should encourage students to pay attention to the use of modal verbs in their daily environment and to practice their usage whenever possible. (1 - 2 minutes)